Multicultural education is to encourage individuals to become aware of themselves, their cultural group, and their place in the world at large, while at th same time acknowledging and appreciating other cultures.

 

Teachers need to learn to appreciate and attend to new voices, languages, and educational needs of their students.

 

Encourage parents to participate in their students school experience.

 

Cultural valus influence styles-remember that when a student is not participating like other students.

 

Ethnocentrism is the belief that one's culture, people, nation, society, or ways are the best. Your way is the only way.

 

Surface culture is how we see the culture basically from their looks and holidays.

 

Deep culture goes more into their values and beliefs.

 

Language determines culture

 

Feelings of loneliness can happen when in another country then their own

 

I found when comparing American values to the very opposite belief of someone else's values kinda upset. Very different to think how someone can think the very opposite of myself.

 

Some people are offended when people in the United States call them self an American since there are many oher places who consider themselve American-I had never thought of that.

 

Sterotypes need to be avoided.

 

The three stages to moving to a new country.

1.Honeymoon stage-you are loving everything about it,enticed in the new and different world around you.

2.Hostile or agressive stage- reacting to crisis. Finds symbols or customs that you do not understand so you feel alone.

3. Recovery-Begins to understand the culture.

4.Adjustment-Life is good now,accept the world around you, crisis is gone.

 

Classrooms that embrace the value muticulturalism by using dialogue journals, providing the children with buddies, engineering study groups, sharing cultures, and fostering feelings of being "at honme" in the classroom will smooth the transition for new comers.

 

Based on different cultures when to speak and what to speak about is very different.

High-considerateness-conversational patterns found in Chinese, Korean and American culture.

High-involvement-interupt eachother when talking and loud and quick-Greek,Italian, Russian, African, Spanish.

Directness in speech-get to the point

Low-context culture-have to be very specific and explain everything (like US) opp. high-context is the opposite.

 

This chapter was my favorite.Oculesics-Eye contact and motion to indicate meaning

Haptics-Location, frequency, and contexts in which people touch

Proxemics-the unconscious use and organization of personal space

Chronemics-perception and use of time

Monochronic time-doing one thing at a time

Polychronic time-doing many things at a time

Paralinguistics-sounds that accompany language and vocalizations that replace speech

Kinesics- the study of both body motion,gestures,unconscious body movemnt

 

Guestures-ok symbol is US means money is Japan and something vulgar in Brazil

Come to me in US, signal an animal in Phillipines-rude in Latin America and Korea

Winking in Nigeria signals children to leave a room, India might be an insult, Filipino raise to say yes, columbian might wink if do not understand.

Smiling at a stranger in Russia could be considered rude, Asia might think your trying to hide anger or sadness.

 

Teachers need to provide activites that incorporate all types of learning styles

 

Students from different cultures might not understand teacher cues.

 

Recommended Teacher Strategies-see pg.45

 

Field-Independent Behavior vrs. Field-Sensitive Behavior

 

Language is the vehicle humans employ to express and communicate and/or ideas by means of speech and hearing.

 

Behaviorist Theory-children aquire their language as a result of interaction.

-Stimulus-Parents talk

-Response-child produces some form

-Reinforcement-parents praise child

 

tabula rasa-to describe the child's mind as a blank mental slate

 

Innatist Theory-children construct grammar through a process of hypothesis testing

 

Interactionist Theory-Language cannot develop fully without the child's innate ability and the sociolinguistic interaction that occur as the child grows and develops.

 

TESOL-1. the acquisition versus learning -must focus on communication rather than form for second lang. 2. the natural order hypo.-4 stages: silent stage, early produc., speech emergence, intermediate fluency 3. monitor hypo.- learners need time to think about what to say,need to focus on form,must have knowledge and be able to able all rules 4. comprehension hypo.-needs to be above competency,use visuals,modeling,manipulatives 5. affective filter hypo.-they need to be in an environment where they feel accepted

 

 

Grammar transition method-teach grammar and employ translation to ascertain comprehension,not produce speakers,dominated schools during WWI.-Still some evidence of this in schools.

 

Direct Method-opp. of Gram. transition, no use of native lang. in classroom, uses visuals

 

Audio-lingual-was on the rote memorization of dialogues, oral practice key, unsuccessful

 

TPR-total physical response, actively angaged,responding physically,in silent stage very good.PIctures and objects used.

 

Natural Approach-based on monitor role,does silent period,no not correct,no grammar,TPR good

Communicative Approach-communication, learning by doing, varied activites

 

 

Grammatical Competence-focuses on skills neccessary to speak and write accurately using grammar,vocab, pronunciation

Discourse Competence- skills to engage inb conversation, become recipient of messages

Sociolinguistic Competence- focus on sicoculturally appropriate language in a varity of social settings

Strategic Competence-focus on manipulating language to achieve commun. goals by utilizing verbal & nonverbal strategies. Paraphrasing, repeating, avoidance, gesturing to convey a point or modulating voice tone.

 

Audio-lingual method(eh) vrs. Communicative Language Teaching(good)

 

Language Experience Approach- way for young students to develop their own reading materials.

 

Experiential Learning- action is linked to knowledge, activity, reflexion, and application

 

Choice of theme- take students interest, goals/objectives, and age of class  into account.

 

Cognitive domain-mental operation, affective domain-feelings, psychomotor-fine-motor control

 

* Multiple Intelligences

 

Take into account how fast or slow you are speaking.

 

Top Down Processing-Big Picture first

Bottom-up Processing-small details first

 

Listening is now recognized as an active activity

 

Metacognitive strategies-self-assessment

 

Advanced Organizers-help focus information

 

 

Correcting students speech does not benefit student much

 

Use collaborative groups, games, songs, poetry, peer-tutoring, show-n-tell,riddles, jokes, choral reading to help student produce oral language.

 

 

Developing vocabulary is very important for content-based learning.

 

Incidental learning-by reading, Explicit-being taught by teacher, Independent- using dictionaries and guessing from context.

 

Be careful teaching synonyms and antonyms

 

Do word familes and word walls, semantic maps, flash cards,tpr, games, songs

 

 

Text structure can help students become familiar with reading.

 

Need more than one second wait time for responses

 

Teachers can use scaffolding strategies to stimulate critical thinking

 

Always to use background knowledge and prior experiences to connect learnng.

-Read Aloud,Choral Speaking, Literature Circles, Shared Reading, Thematic Units, Learning Logs/journals, graphic organizers, use real world materials, concept books.

 

Assesment-Anecdotal Records, informal reading inventory

 

 

Writing Process- Pre-writing, Drafting, Revising, Editing, Publishing

 

Provide good sources of different writings and genres from different cultures.

 

Use drawing to develop writings for younger ages.

 

Keep in mind writing for audience, Dialogue Journals

 

Types of Scoring-Holistic-whole, Primary-specific traits and Analytical-parts